Part+3+-+Deepening+Understanding

Topic: Deepening Understanding
toc
 * The teacher explains, models and works with students on making various types of evidence-based claims using student research. **

Common Core Standards

 * W4:** Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
 * W5:** Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
 * W7: ** Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
 * W8: ** Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
 * W9: ** Draw evidence from literary or informational texts to support analysis, reflection, and research W4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
 * R1:** Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
 * R2:** Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
 * R4:** Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
 * R6:** Assess how point of view or purpose shapes the content and style of a text.
 * R7:** Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.
 * R9:** Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
 * R10:** Read and comprehend complex literary and informational texts independently and proficiently.

Suggested Student Objectives
Students analyze key sources through close reading to deepen their understanding and draw personal conclusions about their area of investigation. By the end of Part 3, students will have a series of evidence-based claims addressing each Inquiry Path of their Research Frame.

Resource Links
[]

Activities
Some Inquiry Paths are satisfied with **paraphrasing** claims. Some aspects of research require the collection of information. For example, it might be essential for my research to know, “What are the various ways water can be made potable?” I need to look for sources that contain this information and summarize it in my analysis. Within the same area, another inquiry question might be, “What are the most sustainable ways to develop potable water?” Answering this inquiry question might involve evaluation on behalf of the researcher and require an **evaluative** evidence-based claim. If my inquiry question was, “Why do people buy bottled water?”, I might need to make an **interpretive** claim based on my assessment of the evidence. I will also need to make **synthesizing** claims that connect multiple claims associated with several of my inquiry questions or paths as I develop my evidence-based perspective.
 * Activity #1: Selecting Key Sources ** - The teacher discusses how to identify the most relevant sources and helps students select key sources to analyze through close reading.
 * Activity #2: Reading Sources Closely - ** Students use their inquiry questions to read key sources closely, analyzing them for content, perspective, and relevance.
 * Activity 3#: Discussing Types of Claims - ** The teacher explains, models and works with students on making various types of evidence-based claims using student research.
 * Activity #4: Writing Evidence-Based Claims About Sources ** - Students develop evidence-based summaries and evaluations/interpretations/criticisms of relevant sources using their notes and annotations.

Assessments
// (See Resource Links) //
 * Forming EBC Tools
 * Annotated Common Texts
 * Annotated Sources
 * Written Evidence-Based Claims